Learning Technologies in Adult Education. Myths and Realities.

Autor/in	Imel, Susan
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Learning Technologies in Adult Education. Myths and Realities.
Quelle	(2001), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Computers; Access to Education; Adult Education; Constructivism (Learning); Educational Development; Educational Discrimination; Educational Environment; Educational Technology; Equal Education; Information Technology; Outcomes of Education; Reflective Teaching; Teaching Methods; Technological Advancement; Telecommunications + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Bildungsentwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Unterrichtsmedien; Informationstechnologie; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Technological development; Technologische Entwicklung; Telekommunikationstechnik
Abstract	New learning technologies present many challenges for adult educators. They have great potential for achieving many underlying goals of adult education; however, like any tool, they must be used reflectively and viewed through a critical lens. The challenge is to use learning technologies in ways that support learning and respond to the needs of the learners. In considering and choosing learning technologies, the emphasis should always be on learning, with technology playing a supporting role. Learning technologies are not neutral. Not all learners may have access to a technology and technologies are shaped by the society that produced them, with underlying assumptions related to gender, social class, and culture. As to whether new learning technologies contribute to marginalization, those who are most technologically savvy may have the most successful learning encounters, but technology also affects participation in ways that cannot be fully predicted or understood. Learning that is constructivist in nature is not dependent on information/communication technologies or even necessarily made more obtainable by them. (Contains 17 references.) (YLB)
Anmerkungen	For full text: http://www.ericacve.org/pubs.asp.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC